Friday
Students engaged in creative writing activities to stretch and challenge their brains.
Thursday
Tales #15
her and her friends jabbed their noses in the air and didnt even say hello to harold
Vocab: jabbed
Tales #16
perambulating to the only vacant desk harold's hands began to shake
Vocab: perambulating
P3 and P5 read more of the novel, filling in character maps on Nathaniel and Basil (two separate maps) as they went. The maps are due Tuesday.
P4: Students completed the following packets:
w/s 3-17: Reflections on "Mrs. Flowers"
w/s 12: Mrs. Flowers Mini-Test on "Mrs. Flowers"
Dear Mrs. Ables Packet
I collected all three.
P3 and P5: Students read in groups, took notes, and worked on completing two graphic organizers on Nathaniel's and Basil's character traits.
Homework:
Finish w/s 63
Wednesday
I checked the HW (PMI).
Handouts: P3 and P5 received Character Map #2. (We did not do the 3 questions on the back.)
P4: Students completed p. 27 of the Lit. Elements notebook and then moved on to the Grammar Link packet. They also completed a graphic organizer (character map) on Mrs. Flowers, citing evidence from the text. All the work was collected.
P3 and P5: Students read in groups chapters 8-11, took notes, and worked on completing a graphic organizer on Nathaniel's character traits.
Homework:
P3 and P5: Complete a Journal Entry / Literary Response on what you read today in class. Label it Journal Entry #2.
Tuesday
Tales #14
belinda and her cohorts took one look at harolds ugly brown glasses round face and serious expression and the whole crew dismissed him as worse than the kid gnarly nerd
Vocab: cohorts
Handouts: Character Traits; Understanding "Character" Analysis
P3: We did a PMI in class on the novel and read through Ch. 6.
P4: Students completed questions #2, 3, and 5 in their Lit. Elements notebook. I checked their work.
P5: We practiced doing a PMI together in class. Students read in groups and will complete a PMI on their own.
Homework:
All periods:Study the Character Analysis sheet (green)
P3 and P5: Complete a PMI (Plus, Minus, Interesting) on the part of the novel you read in class.
Monday
Students took a short Parts of Speech / Sentence Structure Pretest, which was turned in (not yet graded)
Posted on the SmartBoard:
Fill out your agenda for the week.
Then, in your writing journal (this period's bin at the back of the room):
- put the date on a fresh page
- write for 5 min. about this past weekend
- when finished, pick up the w/s from the front desk
We then read w/s 65-66, Ethos, Pathos, & Logos, as a class, and in pairs completed the assignment at the top of p. 66 before sharing out. We did not do the bulleted assignment at the bottom of the page. Students are to keep the worksheet in their Literary Elements notebooks and refer to it when writing persuasively (e.g., as in their upcoming Social Studies assignment).
Homework:
w/s 63 (Connecting Paragraphs) - due Friday
Monday, September 26, 2011
Tuesday, September 20, 2011
Week of Sept. 19
Thursday
Tales #12
there were other clutches of kids in harolds classes but they didnt want to have anything to do with a four eyed wierdo either
Tales #13
their was belinda beautiful a pulchritudinous babe with long blond hair and designer clothes who was queen of the snobs
Vocab: pulchritudinous
I collected the two HW w/s from Tues. and Wed.
P3 and P5 read further in the novel (Give Me Liberty). P3 finished Part II; P5 almost.
P4 were to read "Mrs. Flowers" from the literature textbook and complete questions 2-8 on p. 25. I collected their work.
P5 received their Phoenix Public Library cards.
Homework:
P3 and P5: Journal Entry #2 (response to the selection read today)
All periods: study Tales (know vocab, spelling, grammatical structures)
Wednesday
We spent time in the computer lab signing up for Book Adventure, a free reading motivation program sponsored by Sylvan Learning and Read Across America. The process took the whole period, so we will explore the finer points at a later date.
I did not collect HW, as time was so short.
Homework:
Persuasion w/s 62 (Think Elbows!)
Monday & Tuesday
We began our novel study on Monday - Give Me Liberty, by L. M. Elliott. It ties in to what is being covered in Social Studies (the American Revolution).
On Tuesday I checked their Journal Entry and then we continued reading.
Homework:
HW for Monday: Journal Entry/Response to what we had read so far.
HW for Tuesday: Persuasion w/s 13-14
Have your library cards with you tomorrow, if you got one already on your own.
Tales #12
there were other clutches of kids in harolds classes but they didnt want to have anything to do with a four eyed wierdo either
Tales #13
their was belinda beautiful a pulchritudinous babe with long blond hair and designer clothes who was queen of the snobs
Vocab: pulchritudinous
I collected the two HW w/s from Tues. and Wed.
P3 and P5 read further in the novel (Give Me Liberty). P3 finished Part II; P5 almost.
P4 were to read "Mrs. Flowers" from the literature textbook and complete questions 2-8 on p. 25. I collected their work.
P5 received their Phoenix Public Library cards.
Homework:
P3 and P5: Journal Entry #2 (response to the selection read today)
All periods: study Tales (know vocab, spelling, grammatical structures)
Wednesday
We spent time in the computer lab signing up for Book Adventure, a free reading motivation program sponsored by Sylvan Learning and Read Across America. The process took the whole period, so we will explore the finer points at a later date.
I did not collect HW, as time was so short.
Homework:
Persuasion w/s 62 (Think Elbows!)
Monday & Tuesday
We began our novel study on Monday - Give Me Liberty, by L. M. Elliott. It ties in to what is being covered in Social Studies (the American Revolution).
On Tuesday I checked their Journal Entry and then we continued reading.
Homework:
HW for Monday: Journal Entry/Response to what we had read so far.
HW for Tuesday: Persuasion w/s 13-14
Have your library cards with you tomorrow, if you got one already on your own.
Monday, September 12, 2011
Week of Sept. 12
Friday
Tales #11
all he could see was conans cool audacious exterior and he wanted to be like him
Vocab: audacious
In their journaling notebooks (kept in the classroom), students copied the following and responded:
1. Write a paragraph about a girl named Dot, but use no letters with dots (i, j).
2. In one paragraph, describe a scene from any sport. Use these words somewhere in the paragraph (and highlight them the first time they are used):
bounced, struggled, spied, roared, collapsed, giggled
In addition to the others, P5 responded to the following:
Create a sentence with words that begin with the letters in SENTENCE,in order. In other words, the first words in the sentence should begin with s, the second with e, the third with n, etc.
Homework:
Read
Thursday
Tales #9
poor chainless harold pondered wow th ose dudes are awesome
Vocab: pondered
Tales #10
harold didnt no about conans and his freinds appalling grades
Vocab: appalling
We worked more with declarations and building thesis statements.
Handout: Practice Developing a Thesis Statement
Prompts: 1. Who should pay when a guy and girl go on a date?
2. Are small schools better than large schools?
3. Are schools for only one gender a good idea?
Prompts were answered on the back of the worksheet and the paper was collected.
Homework:
Study vocab, definitions, and spelling
Wednesday
Tales #8
conan the flunking macho dude led alot of the hip dudes at school and him and his sycophants all wore alot of fake gold chains
Vocab: sycophants
We read and discussed an article on how best to set up the introductory paragraph
Students practiced making declarations.
Homework:
Finish Declarations w/s if necessary.
Study vocab, definitions, and spelling
Tuesday
Tales #7
Vocab: virility (= manliness)
Students continued practicing the structure of a persuasive paper, with introduction, three or four body paragraphs, and a conclusion. We organized the paper using a Flee Map (combination of Flow Map and Tree Map).
Homework:
Study vocab, definitions, and spelling
Monday
P3 finished the persuasive outline from last week and turned it in. We worked through part of w/s 27/28; the rest is for homework.
P4 worked on w/s 27/28 and turned it in (Because I Said So)
P5 didn't get w/s 27/28; some groups are still working on their outline and conclusion paragraphs.
Homework:
w/s 28, including the Follow Up.
Study persuasive techniques terms and definitions
Tales #11
all he could see was conans cool audacious exterior and he wanted to be like him
Vocab: audacious
In their journaling notebooks (kept in the classroom), students copied the following and responded:
1. Write a paragraph about a girl named Dot, but use no letters with dots (i, j).
2. In one paragraph, describe a scene from any sport. Use these words somewhere in the paragraph (and highlight them the first time they are used):
bounced, struggled, spied, roared, collapsed, giggled
In addition to the others, P5 responded to the following:
Create a sentence with words that begin with the letters in SENTENCE,in order. In other words, the first words in the sentence should begin with s, the second with e, the third with n, etc.
Homework:
Read
Thursday
Tales #9
poor chainless harold pondered wow th ose dudes are awesome
Vocab: pondered
Tales #10
harold didnt no about conans and his freinds appalling grades
Vocab: appalling
We worked more with declarations and building thesis statements.
Handout: Practice Developing a Thesis Statement
Prompts: 1. Who should pay when a guy and girl go on a date?
2. Are small schools better than large schools?
3. Are schools for only one gender a good idea?
Prompts were answered on the back of the worksheet and the paper was collected.
Homework:
Study vocab, definitions, and spelling
Wednesday
Tales #8
conan the flunking macho dude led alot of the hip dudes at school and him and his sycophants all wore alot of fake gold chains
Vocab: sycophants
We read and discussed an article on how best to set up the introductory paragraph
Students practiced making declarations.
Homework:
Finish Declarations w/s if necessary.
Study vocab, definitions, and spelling
Tuesday
Tales #7
Vocab: virility (= manliness)
Students continued practicing the structure of a persuasive paper, with introduction, three or four body paragraphs, and a conclusion. We organized the paper using a Flee Map (combination of Flow Map and Tree Map).
Homework:
Study vocab, definitions, and spelling
Monday
P3 finished the persuasive outline from last week and turned it in. We worked through part of w/s 27/28; the rest is for homework.
P4 worked on w/s 27/28 and turned it in (Because I Said So)
P5 didn't get w/s 27/28; some groups are still working on their outline and conclusion paragraphs.
Homework:
w/s 28, including the Follow Up.
Study persuasive techniques terms and definitions
Monday, September 5, 2011
Week of Sept. 5
Friday
We discussed planning and organizing the persuasive essay using a flee map, and then practiced with a prompt.
I collected the students' work.
Homework:
Respond to survey (on my website) by Monday if you haven't already.
Study vocab!
Wednesday & Thursday
I collected the homework (pink sheets on Persuasive Techniques) Wed.
Handout: Persuasive Techniques terms and definitions and examples on the reverse.
We continued discussing and taking notes on persuasive techniques in our literary elements notebook.
In small groups, we practiced using persuasive appeals and turned the work in.
Homework:
Study persuasive techniques from your notes and the pink handouts. If you were absent, get the notes from a friend.
Tuesday
This week we are studying Persuasive Techniques in anticipation of students having to write a persuasive essay in their Social Studies classes. Students completed a worksheet and then began taking notes as we discussed a PowerPoint on persuasion.
Homework:
Persuasive Writing w/s (pink)
Monday
No School - Labor Day
We discussed planning and organizing the persuasive essay using a flee map, and then practiced with a prompt.
I collected the students' work.
Homework:
Respond to survey (on my website) by Monday if you haven't already.
Study vocab!
Wednesday & Thursday
I collected the homework (pink sheets on Persuasive Techniques) Wed.
Handout: Persuasive Techniques terms and definitions and examples on the reverse.
We continued discussing and taking notes on persuasive techniques in our literary elements notebook.
In small groups, we practiced using persuasive appeals and turned the work in.
Homework:
Study persuasive techniques from your notes and the pink handouts. If you were absent, get the notes from a friend.
Tuesday
This week we are studying Persuasive Techniques in anticipation of students having to write a persuasive essay in their Social Studies classes. Students completed a worksheet and then began taking notes as we discussed a PowerPoint on persuasion.
Homework:
Persuasive Writing w/s (pink)
Monday
No School - Labor Day
Subscribe to:
Posts (Atom)